All posts by Nicola Carozza

Exploring code-switching in Persian-English bilingual children: Lessons for language educators


Written by - Zohreh Salaribaghsangani, Canada

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Abstract

Code-switching, a common phenomenon among bilinguals, serves as a strategic tool for effective communication rather than a reflection of linguistic inadequacy. This article examines code-switching among Persian-English bilingual children during storytelling, shedding light on its triggers, cultural implications, and relevance to language education. By leveraging findings from qualitative research, it offers practical strategies for integrating bilingual pedagogies into English Language Teaching (ELT). These approaches not only enhance linguistic competence but also foster cultural inclusivity, aligning with TESL Ontario’s commitment to equitable and innovative language instruction.

Keywords: Code-switching, bilingualism, Persian-English learners, TESL Ontario, cultural identity, ELT strategies

Ethical considerations

This study was conducted in compliance with ethical guidelines, including approval from Brock University.  Continue Reading →

Categories:
ESL, Identity, Language
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The linguistic competition and other sports


Written by - Diana Lombardi, Canada

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Fencing

The linguistic competition is what I like to refer to as fencing. The first round of fencing commences, and you are speared by the sword of your competitor. That sword is the primary language and the secondary language. In this case, English represents your sword that failed to draw in time. Your opponent wins, and the primary language scores a point. Your secondary language stood no chance, and you had no time to make contact with your opponent. The question is, how do we defend ourselves from this situation? And how can we use our own sword in such a way that it overtakes our opponent? There is overwhelming evidence that both languages in a bilingual’s repertoire are always active to some extent,  Continue Reading →

Categories:
ESL, Other, Reflection
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Navigating language and life: Supporting immigrant learners in their ESL journey


Written by - Tetiana Yaremchuk, Canada

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I came to Canada in June 2022 as an immigrant because of the conflict in Ukraine, so I know directly how difficult it is to start over in a new country. I currently teach English as an additional language (EAL) to adult immigrants at ISANS, mostly dealing with students at Canadian Language Benchmarks (CLB) levels 1 through 3. I have almost ten years of experience teaching high school students in Ukraine.

Teaching low-level students from a variety of backgrounds necessitates a thorough comprehension of their requirements and difficulties. In accordance with the CLB, ISANS uses the Portfolio-Based Language Assessment (PBLA) approach. This method guarantees that classes centre on useful, real-world tasks, enabling students to confidently navigate their new surroundings.  Continue Reading →

Categories:
EAL, ESL, Identity
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Spotlight — Kurt Strachan


Written by - An interview with Kurt Strachan

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Kurt, thank you for taking the time to tell us more about the multi-faceted work you do. But to start, who would you say Kurt Strachan is?

Well first, I want to thank you again Nicola for reaching out and inviting me to join you in this discussion. I really appreciate this opportunity to share a bit of my journey and hope that its helpful to others.

Who is Kurt Strachan? I’d say I’m someone who thinks of others, enjoys finding solutions or at least providing options that help. Being a Program Officer for the last two years has been a good fit for me because it has allowed me to collaborate, contribute to, problem solve,  Continue Reading →

Categories:
Spotlight
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Is AI the future of language Education?


Written by - Ken Beatty, Canada

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Introduction

The role of artificial intelligence (AI) in education is rapidly evolving, positioning itself as a transformative force with immense potential to shape teaching and learning practices. Just as calculators and computers revolutionized mathematics and science, generative artificial intelligence (GenAI) tools are poised to become integral to writing and other aspects of education (Meakin, 2024).

The rise of artificial intelligence

The past few years have witnessed explosive growth in AI tools across various domains, including language teaching and learning. These tools leverage advanced algorithms to assist with tasks ranging from content generation to personalized learning experiences. According to Fisher (2023), large language models (LLMs) are trained on extensive datasets of text and code,  Continue Reading →

Categories:
AI, Conference
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From traditional to transformative: The evolution of HyFlex at Caledon Community Services


Written by - Art Rekhtin, Suma Balagopal, & Gurimandeep Kaur, Canada

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In the spring of 2020, as the world reeled from the rapid shift to online learning, Caledon Community Services (CCS) embarked on a journey to redefine its approach to language education for newcomers. What began as an urgent response to a global crisis evolved into the HyFlex model—a sustainable, flexible, and inclusive learning framework. This paper outlines CCS’s transition from traditional in-person instruction to HyFlex, exploring its challenges, successes, and best practices while offering insights into its transformative impact on accessible education.

The sudden disruption caused by the COVID-19 pandemic forced educators worldwide to rethink traditional teaching methodologies. For CCS, the shift was not only about adopting new tools but also about reimagining education to better serve its diverse newcomer community.  Continue Reading →

Categories:
Conference, Hybrid
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Enhancing ESL learners’ productive vocabulary through multimedia solutions


Written by - Hala M. Bastawros, Canada

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Abstract

This qualitative embedded case study aims to examine how applying multimedia theories in online courses can enhance vocabulary acquisition, retention, and production among adult English as a Second Language (ESL) learners at a non-profit organization in Ontario, Canada. Guided by Mayer’s Cognitive Theory of Multimedia Learning (CTML), the study probes how ESL learners can transfer, retain, and produce new vocabulary more effectively. Data collection involves criterion sampling and analysis through MaxQDA, encompassing physical artifacts, personal interviews, and online questionnaires. The findings underscore integrating multimedia elements’ efficacy in facilitating new vocabulary retention and production. The study underscores the pivotal link between vocabulary acquisition, communication skills, and the integration of multimedia principles in online education.  Continue Reading →

Categories:
Conference, Technology, Vocabulary
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Understanding the strengths and weaknesses of online and in-person ESL/EFL classes


Written by - Kanae Bessho & Brian Strong, Canada

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Introduction

With the rise of digital communication and remote learning, online classes for English as a second or foreign language (ESL/EFL) have become more popular for accessibility and flexibility. Since 2016, the online English learning market has tripled in size, with an estimate of 17.87% growth between 2023 and 2028 (Technavio, n.d.). The COVID-19 pandemic impacting in-person education has certainly pushed the implementation of online learning worldwide, including ESL/EFL classes. As a result, demand for online English instructors has increased.

Over the past three years, I have been an online EFL instructor myself, and I have seen this trend in an increasing number of online ESL/EFL learning platforms over the years. Initially, there were only a few notable platforms,  Continue Reading →

Categories:
online, Online teaching
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Building bridges: Reimagining adult literacy and language education


Written by - Mercedes Veselka, Canada

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When I started teaching an adult literacy and language classroom in a small community centre, I was not prepared for the tensions and joys specific to working with adult literacy learners (ALLs). These learners were not a culturally, linguistically, or educationally homogenous group. They differed in languages, goals, cultural knowledge, and educational background. This is not an experience unique to my own context (Belzer and Pickard, 2015; Katz, 1997; Pettitt & Tarone, 2015); however, the current educational system aims to place and categorize learners not by the diversity of skills and knowledge they bring to the classroom, but by a singular deficit: their lack of reading and writing skills (Centre for Canadian Language Benchmarks,  Continue Reading →

Categories:
Conference, Language, Literacy
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Better AI prompts for essay grading: Enhancing educational practices


Written by - Joseph Ng, Canada

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Abstract

This article adapts a TechKnow presentation with the same title and by the same author from the 2024 TESL Ontario Conference. The integration of artificial intelligence (AI) in educational contexts, particularly essay grading, presents both opportunities and challenges. This article explores the limitations of traditional essay grading methods, the ethical considerations of using generative AI for assessment, and practical strategies for implementing AI prompts effectively. By focusing on the implications for educators, students, and the broader educational landscape, this article aims to provide insights into the future of essay grading in the context of AI technology.

Introduction

As educational institutions increasingly adopt technology to enhance teaching and learning experiences,  Continue Reading →

Categories:
AI, Conference, Technology
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Spotlight — Jagrati Chauhan


Written by - An interview with Jagrati Chauhan

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Thank you for taking the time for this interview, Jagrati! For those that don’t have the pleasure of knowing you, tell them a little about yourself. 

Thank you for this wonderful opportunity, Nicola.

I bring over 14 years of experience teaching English for Academic Purposes (EAP) at York University English Language Institute, School of Continuing Studies, along with more than 27 years in English Language Teaching (ELT) and teacher training/mentoring. I hold a PhD in English and a Masters in Linguistics and ELT. Some of my teaching and research interests include content-based and skill-based academic English instruction, pragmatics, experiential learning, and evidence-based writing in EAP programs. I have presented on these topics at conferences and webinars both locally and internationally,  Continue Reading →

Categories:
Interview, Spotlight
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Fostering a virtual community of practice through scaffolded peer review


Written by - Olga Makinina, Canada

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Introduction

This article illustrates how peer review-focused learning tasks and activities helped multilingual students in an online English for Academic Purposes (EAP) course develop a sense of community and take ownership of their learning while also enhancing their writing, critical thinking, and research skills. Informed by the pedagogical frameworks of community of practice/inquiry (Peacock & Cowan, 2019; Wenger et al., 2002), constructivism (Olsen, 1999; Tam, 2000), and content and language integrated learning (CLIL), the course engaged students in a research project that aimed at exploring their local or digital communities. While working on the project assignments, students collaborated by providing regular feedback for one another’s work.  Continue Reading →

Categories:
EAP, online, Online teaching
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